'Ki' can be used in a multitude of ways, and in a range of sentence structures. 'Ki' is often used in similar ways/places within a structure, as the word 'i'. Because of this, it is important to learn the different ways 'i' and 'ki' are used.
For this chapter, we will focus on the many uses of 'ki.'
E.g. Kei te haere koe ki hea? / E haere ana koe ki hea? - Where are you going to?
Kei te haere a Tama ki hea? / E haere ana a Tama ki hea? - Where is Tama going?/Tama is going to where?
Kei te haere a Tama ki te hui / E haere ana a Tama ki te hui - Tama is going to the meeting
Hei Mahi:
When using 'ki hea' to ask 'where' you can use either 'kei te' OR 'e...ana' sentences. As you can see in the examples above, both sentence structures mean the same thing. Just ensure to remember that 'kei te' can only be used in present tense. The first series of activities will focus on 'kei te' sentences only.
Follow this link, and read through the notes on using 'ki hea' in 'kei te' sentences to ask where someone is going.
Copy the notes and examples into your book. You can shorten the paragraphs of notes when you write them into your book.
Follow this link and watch the first 1:55 minutes of the video about 'kei te haere....ki hea' sentences. Copy any new sentence examples from the video, into your book as you watch the clip.
Now, follow this link and watch the first 3 minutes of this video, to see further examples of these sentences. The examples in this video contain the use of more/different pronouns. Copy any new/helpful examples from the video into your book.
Follow this link and complete the translation activity below the notes.
Using the Te Mātāpuna textbook, read through the examples in Te Whakamārama 3.7 on page 58, then complete the Hei Mahi on page 58-59 in your book. You may complete this task in pairs.
Note: Further explanations and exercises: Te Kākano pp.12-14, 18-21
8. The following activities will focus on 'e....ana....ki hea' sentences. Copy the following notes into your book.
'E......ana...ki hea' sentences are structured and answered in the same way as the 'kei te' sentences: 'e.....ana' + 'ki....hea?'
E haere ana a Tana ki hea? - Where us Tana going?
E hīkoi ana rātou ki hea? - Where are they walking to?
E hīkoi ana rātou ki te te marae - they are walking to the marae
9. Watch the first 2 minutes (only) of this video, that provides more examples of 'e...ana...ki hea' sentences. As you watch the video, copy 5 of the examples you see (Māori and English translations) into your book with your notes.
10. For further examples, also watch the first 2 minutes of this video. These examples also focus on explaining some key personal pronouns.
11. In your book, write 6 x 'e...ana...ki...kia' sentences in Māori, then translate them to English.
E.g. Ki a mātou, he whare nui tērā / To us, that is a big house
Ki tōku whakaaro, he tāngata pai rātou / In my opinion, they are nice people
Hei Mahi:
Using the Te Kākano textbook, read through the notes on the bottom of page 85 and on page 86, about how to use 'ki' to offer an opinion.
Copy the notes and examples from Te Kākano into your textbook.
Follow this link, and read though the power-point notes and examples. Notes the differences in the examples, and how they are achieved by using different words.
Copy the notes and examples into your book, and complete the translation slide. Once finished, mark your work together with a neighbour, then, ask the teacher to check it.
For the next task, you will write a response piece (article) to an article you have read, and have an opinion on. Your instructions for this task are:
Find an article online, that you have an opinion on. It may be political, or about sports, or something else that interests you.
In your book, write a half page article, in response to what you read
Your article must have a greeting and you must introduce yourself, then you must write what your opinion/thoughts are about what you read.
You may include other sentence structures in your article, but you must include at least 6 x 'ki - according to' sentences in your article.
You have 30 minutes to write your article.
6. Get into a group with the other people in your year level (2 smaller groups if there are more than 6 students in your year (level). Now, you will take turns at reading aloud the article you wrote. At the end of your article, your group mates need to try and guess what the article you read was about, and then also explain what they think your opinion was of it. They need to provide yo with as much detail as possible. If they get stuck, give them small hints. The teacher will ask for explanations from group members about other peoples articles at the end of this task.
E.g. Ki te wehe rātou, ka tangi mātou / If they leave, we will mourn
Ki te kōrero ia, ka rongo rātou / If he speaks, they will listen
Hei Mahi:
Follow this link and study the notes on Saying 'if' using 'Ki te'
Copy the notes into your book.
Get a Te Pihinga textbook and study the notes on pages 66-67 on using 'ki te' to say if.
Copy the notes into your books as well as the examples.
Go back to the Te Whanake website (from task 1) and complete the activities under the notes, then copy the correct sentences from the activity, into your book as examples.
Write 5 of your own 'Ki te' sentences. These sentences need to relate to your favourite hobby.
In your books write new 'ki te' sentences, each sentence must include one of the following kupu: mahi, tangi, oma, ūmere, waiata, kōrero, noho, haere.
Write an 10 line journal entry about what you will be doing over the weekend. Your entry must include:
2 x 'rite tonu'
3 x 'ki te'
2 x 'ka'
2 x 'e...ana'
E.g. Whakakīa te ipu ki te wai / Fill the container with water
Tapahi te mīti ki te naihi / Cut the mean with the knife
Hei Mahi:
Follow this link to notes on how to use 'ki' to say with (object). (Notes also in Te Pihinga pg 25).
Copy the notes and examples into your book.
Complete the translation activity below the notes, then copy 3 of the completed examples into your book. Then, translate those three sentences into English.
For this activity, you will write a series of 10 instructions using this 'ki' structure. You may use any of the resources in the classroom (and the store rooms), as well as any of your own items. You may also write instructions that will involve your group/partner going outside to the surrounding areas. Since the first word of the instruction is a passive verb, look up the word on Māori Dictionary to find the possible passive endings (the passive ending options are in brackets next to the word with a ' - ' before each possible ending), to ensure you add the correct passive ending.
Once you have written all 10 instructions, get into groups of 3, and take turns at giving your instructions. One person will say all 10 of their own, then the next person will start. The group members must complete the task according to the instructions, so make sure you āta whakarongo - listen carefully.
E.g. Kei te haere au ki te toa / I am going to the shop
I hoki mai a Mere ki tōna kāinga / Mere returned to her home
Hei Mahi:
Follow this link to notes on using 'ki' to indicate ‘to’, ‘towards’ or ‘in the direction of’ something/someone.
Read throigh the notes, and familarise yourself with the different examples that are given.
For now, we will only focus on the first 3 explanations and examples. Copy the first 3 lots of notes and examples into your book (shorten the notes if you understand them well enough).
Complete the translation activity below the notes, then copy 4 examples from it int your book, along with their English translations.
In your book, write your own 'ki' sentences, using the context of what you did over the past weekend, or what you have planned for the upcoming weekend. You must include the following sentence structures in your examples:
2 x kei te
2 x e....ana
2 x I
2 x Kua
2 x Ka
Both ki te and kia are used before the second verb in a sentence to indicate a purpose, wish or effect and often translate to mean ‘to’ do something. Ki te and kia are not usually interchangeable. Thus it is important that you learn when to use kia and when to use ki te
Follow this link, and read the notes that explain the difference between using 'ki te' or 'kia' to say to, or indicate purpose, wish it effect.
Copy the notes (you can shorten them where possible) into your books. Make sure you separate the notes for 'kia' from the notes for 'ki te' using clear headings so that you don't get confused in the future when reading your notes.
Rule up a table in your book with 2 columns, one labelled 'kia' and one 'ki te'
Using pg 98-99 of the Te Kākano textbook, copy the examples of 'kia' into the 'kia' column of your table. Include the English translations for at least 3 examples.
Using this link , watch the video explaining examples of using 'ki te' and add 5 of the examples from the video into the 'ki te' column of your table.
Below the table, write 4 examples in your own words, of each of these structures. You need to include at least 4 of the new kupu/vocab from the video into your sentences. Use headings to separate the examples.
On a separate piece of paper, write 8 sentences, but leave a space where the 'ki te' or 'kia' would be. For example: 'kei te haere rātou _______ hui apōpō' - this is called a cloze task. You can chose to include as many 'ki te' or 'kia' sentences as you want. For this task, use the context of activities you might do over the weekend.
Once you have 8 cloze sentences ready, swap your paper with a classmates. You each need to fill in the spaces, with either a 'ki te' or 'kia' - whichever you think is correct. Once you are both finished, go through the sheets together and check if they are correct. If there are any you are unsure of, look back at your notes to try and figure out which structure it should be.